Development of Conscience: A Comparison of the Moral Judgments of Deaf and Hearing Children

Nass, Martin L.

doi:10.2307/1126854

Cited by 5 publications

(8 citation statements)

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“…In part, that situation may be a result of the sensitivity of the issue, given a history in which deaf individuals were described as impulsive, egocentric, and lagging in moral development (e.g., Altshuler, Deming, Vollenweider, Rainer, & Tendler, 1976;Chess & Fernandez, 1980;Nass, 1964). Yet the lack of an evidence base with regard to the origins of social maturity among deaf learners means that parents and educators are unable to deal with it in any systematic fashion, with potentially negative implications for peer socialization (Caldarella & Merrell, 1997;Punch & Hyde, 2011), academic achievement (Antia et al, 2002), and later employment (Kelly, Quagliata, DeMartino, & Perotti, 2016).…”

Section: Discussionmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

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Section: Discussionmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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“…DeCaro and Emerton, 1978) as well as those who were not (e.g. Nass, 1964) did not fi t the zeitgeist and made us uncomfortable, but the issues continue to be of concern to parents and teachers today.…”

Section: Assimilation Inclusion and Social Functioningmentioning

confidence: 99%

On ethics and deafness: research, pedagogy and politics

Marschark¹,

Rhoten²,

Fabich³

2007

Deafness Educ. Int.

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This paper considers ethical issues surrounding the education of students with significant hearing losses. Rather than focusing on history or current challenges, it looks ahead to the not-too-distant future to examine the likely collision of ethics, pedagogy and politics. To a large extent, ethical issues looming on the horizon can be tied back to older challenges, not in any causal sense, but in the sense of recognising that forces which drove disagreements and barriers to educational progress in the past are likely to continue or re-emerge in new forms in the future. In one sense, this prospective analysis refl ects the frustration of many educators, parents and researchers. Rather than being pessimistic, however, it argues that if we are cognisant of our less than stellar progress in the past, we have the potential to make great strides in deaf education in the future. Only by being fully informed by objective evidence and setting aside philosophical and emotional considerations can we best serve deaf and hard-of-hearing students of tomorrow.Preparation of this paper has been at once both vexing and exciting. After setting out to look into the future to the ethical issues likely to surround deaf education and related research, we have had to give ourselves 'a running start' by going over some of the old ground we hoped to avoid. Our purpose is not to duplicate efforts of others who have covered such issues far more thoroughly than we can here. Yet we fi nd that we cannot be wholly divorced from them, because issues such as advances in medicine and medical technologies, language and culture, and children and families all overlap and bring with them interrelated ethical questions. We also were confronted by the fact that the

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“…Lewis appears not to have known about the work of Nass (1964) who did make deaf children's ethical development "susceptible to systematic study", and which may have been available before Lewis's book went to press.…”

Section: Sociomoral Reasoning 161mentioning

confidence: 99%

“…Van Uden claims that Nass (1964) found "that the moral judgement of deaf children was 2 to 3 years behind that of hearing children". Nass actually stated that "With respect to age, a year by year comparison of deaf and hearing is given in Table 2.…”

Section: Recent Christian Views Of the Moral Development Of The Deafmentioning

confidence: 99%

“…Lane concluded that "Research that fails to determine, not to say control, the characteristics of its test samples is uninterpretaSociomoral Reasoning 163 ble and without value for educational policy, whatever the validity of the test instruments". Nass (1964) is the only paper reporting experimental work on the moral judgements of deaf school children until that of Markoulis and Christoforou. Nass carried out his investigations at the Lexington School for the Deaf, which is a prestigious private oral school.…”

Section: Recent Christian Views Of the Moral Development Of The Deafmentioning

confidence: 99%

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